I am not sure if you're familiar with Yoni - he is the one who draws pictures in Hamodia and all the Kids Speak pictures are from him
He sells his pictures (about 6000) on a cd to schools - once the school has bought one cd all teachers have permission to use it (not  like esky where each teacher needs their own) Pictures range from Parshas Hashavua to Yomim Tovim and general
He also has a search engine to make it easier to find what you want.
Most of his pictures are really good for the use of older pupils, i.e. esky is more for 3-7 years old but Yoni can be used easily for up to 12 years old.

Attached are the target guides (for teachers) and the targets that I referred to in my earlier reply (reply #8).

In our Junior Dept of our Primary school (7-11 year old) we noticed that the level of kriah in older classes was not satisfactory and for the past 2 years we have been using  the following method:
We do kriah 10 minutes a day after davening. We do kriah as "tehillim" i.e. we say tehillim but it is also used as kriah practice.
A girl says 2 psukim, the class hten says the next possuk, and another girl again 2 psukim etc.
Each class gets "target-cards". Each girl starts by target 1 at the beginning of each year. When a girl meets that target four times in a row she can go onto the next target.
The targets start with very basic kriah rules and then get more difficult e.g. the shvo no rules etc. When a girl moves onto the next target she has to keep all the previous targets plus the new one in order to get a tick. When a girl has met all her targets (usually about half way through the year) the targets then are met only if she improves fluency.
What we have found is a)girls barely make mistakes anymore, they really improve in their accuracy but b) their kriah slows down a lot as they try hard to meet their target. This is why it is necessary towards the end to make targets for fluency.
We have seen great improvement with those classes which consistently kept to this system
We have a whole list of targets to meet - if anyone is interested i\'m happy to provide them with further instructions.

where i came from there was no such thing as children being taken out during lesson for one to one. i just dont' know how everyone kept up, i guess through private lesson after school hours. now here in england it's accepted practice. i find it difficult as teacher bc. the pupils taken out miss other things in that time and then need catching up on that..........it;s really frustrating. on the other hand as a mother i see my daughter being taken out and she loves it.

as the other mechanech said, the main thing is for the children to recognize shoroshim, pre and suffixes. The problem is if each class teacher works individually, and not as a team in the school. Lots of time gets wasted by teachers teaching the same shoroshim the kids have covered in earlier yrs. what we found helpful in our school was a uniform approach for all classes. in the translation sheets (which the children took home too), the shoroshim which are being taught are highlighted. the next yr, those which have been taught are marked, but only the new ones are highlighted. in this way we do revision but manage to teach new shoroshim without wasting time. since we have started this approach we have made much quicker progress in teaching chumash. the children also find it a thrill to recognize shoroshim, and one can do the whole thing in an exciting way. if you want more info you can email me on battylop@yahoo.co.uk. hatzlocho

re; your request to dikduk resources: Rabbi strickman has all the דקדוק-points throughout the חמשה חומשי תורה. If you take his translations to the חומש the dikduk is included and the children will cover the whole thing by the time they've finished the 5 chumoshim. it is advisable that the same is used for the whole school so that same rules etc. aren't explained as new every time they get a new teacher. if you need more info about rabbi strickmans method you can email me.
battylop@yahoo.co.uk
kol tuv

In my experience of teaching chumash (over ten years to ages starting age 7 till 12), the best way was making big wallsigns with the shoroshim of the coming perek. We put them on the wall as we got to them. The wall was also divided into "f" and "m", so if there was a verb which was clearly "f" or "m" it was stuck on that row too.
The girls also had a sheet with tables on them. Each shorash had its own table. Whenever they came across that Shorash (in any sort of setting i.e the shorash is "shalach" - to send, then at the top of the table it said the word, and if the posuk mentions "vayishlach", they filled it into the table, with the possuk and perek. )
I.e. heading SHALACH - SEND:
Table with six columns: Perek, posuk, Word, Shorash of word, Prefix, Suffix. As they went along they filled those tables in and after finding a word over 20 times we put that table away.
This was one sure way of covering as many shorashim as possible. The girls managed after a few month to more or less translate new pesukim on their own.
If you would like to see a sample of those tables and also of the dikduk walldisplay you can contact me on battylop@yahoo.co.uk
hazlocho
B. Lpoian